etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
following the interventi<strong>on</strong>. Likewise, Graves et<br />
al. collected maintenance data with the participants<br />
after they reached criteri<strong>on</strong> during the<br />
interventi<strong>on</strong>. Results indicated that all participants<br />
learned the cooking tasks <strong>and</strong> maintained<br />
at least <strong>on</strong>e or two tasks two weeks<br />
following the interventi<strong>on</strong>. Results from Horn<br />
et al. also indicated that two of three participants<br />
in the study maintained the learned<br />
skills (laundry) two weeks following the interventi<strong>on</strong>.<br />
Van Laarhoven et al. trained an adult<br />
with developmental disability using video iPod<br />
as a prompting design to complete three job<br />
related tasks (cleaning bathroom, mopping<br />
floors <strong>and</strong> taking out garbage, cleaning kennels)<br />
at an animal shelter. The participant<br />
quickly acquired the skills <strong>and</strong> required few<br />
prompts. Maintenance data indicated that the<br />
participant was able to perform the task without<br />
video iPod prompt at 10 weeks following<br />
the interventi<strong>on</strong>.<br />
Investigators in <strong>on</strong>e study reported generalizati<strong>on</strong><br />
data but no maintenance data (Grice<br />
& Blampied, 1994). Le Grice <strong>and</strong> Blampied<br />
trained four individuals with intellectual disabilities<br />
to operate video equipment <strong>and</strong> the<br />
computer using the video prompting strategy.<br />
All four participants learned the skill <strong>and</strong> generalized<br />
to novel video players <strong>and</strong> computer<br />
equipment.<br />
Investigators in 4 of 18 studies reported<br />
both maintenance <strong>and</strong> generalizati<strong>on</strong> data<br />
(Mechling et al., 2003; Norman et al., 2001;<br />
Ti<strong>on</strong>g et al., 1992; Van Laarhoven & Van Laarhoven-Myers,<br />
2006). Van Laarhoven <strong>and</strong> Van<br />
Larhoven-Myers collected post interventi<strong>on</strong><br />
<strong>and</strong> generalizati<strong>on</strong> data. The three participants<br />
were able to perform the steps (microwave<br />
pizza) in novel instructi<strong>on</strong>al settings <strong>and</strong><br />
post interventi<strong>on</strong> data indicated that participants<br />
were able to maintain the tasks. Also,<br />
Mechling et al. trained three adults with intellectual<br />
disabilities to make purchases using a<br />
debit card. Maintenance data were collected<br />
for two of three participants 1 week <strong>and</strong> 6<br />
weeks following instructi<strong>on</strong>. Maintenance<br />
data showed both participants were able to<br />
make purchases. In additi<strong>on</strong>, all three participants<br />
generalized the debit card use in community<br />
<strong>and</strong> novel stores. Similarly, Norman et<br />
al. taught self-help skills to three children with<br />
developmental disabilities (cleaning sunglasses,<br />
putting <strong>on</strong> a wristwatch, <strong>and</strong> zipping a<br />
jacket) using the video modeling <strong>and</strong> video<br />
prompting strategies combined with CTD. Results<br />
showed that all three participants<br />
learned the skill <strong>and</strong> maintained the skill;<br />
however, maintenance probes ranged between<br />
1 to 13 weeks across three participants.<br />
For the task of cleaning glasses, the investigators<br />
assessed for generalizati<strong>on</strong> across pers<strong>on</strong>s<br />
with two participants <strong>and</strong> also assessed for<br />
generalizati<strong>on</strong> of putting <strong>on</strong> wristwatch with<br />
<strong>on</strong>e of the participants across material. No<br />
generalizati<strong>on</strong> probes were c<strong>on</strong>ducted with<br />
the third participant. Finally, Ti<strong>on</strong>g et al. assessed<br />
both generalizati<strong>on</strong> <strong>and</strong> maintenance<br />
of fire safety skills with four adults with intellectual<br />
disabilities using the video prompting<br />
strategy. Results indicated that the participants<br />
were able to transfer the training to a<br />
novel setting <strong>and</strong> maintain the skills 4–5<br />
weeks post interventi<strong>on</strong>.<br />
Social Validity<br />
Social validity was assessed in 4 of 18 studies<br />
(Mechling et al., 2009; Ti<strong>on</strong>g et al., 1992; Van<br />
Laarhoven et al., 2009; Van Laarhoven & Van<br />
Laarhoven-Myers, 2006). In a study, Ti<strong>on</strong>g et<br />
al. trained participants with intellectual disabilities<br />
to escape from the bedroom in the<br />
event of fire. The authors used a questi<strong>on</strong>naire<br />
to assess the satisfacti<strong>on</strong> of the staff <strong>and</strong><br />
the participants. Results indicated that the<br />
staff expressed medium level of satisfacti<strong>on</strong><br />
<strong>and</strong> the participants expressed high level of<br />
satisfacti<strong>on</strong>. However, the staff also expressed<br />
c<strong>on</strong>cerns about the video quality <strong>and</strong> indicated<br />
that the training program was boring<br />
<strong>and</strong> two of the participants indicated that they<br />
were more c<strong>on</strong>cerned about the fire safety.<br />
Similarly, Van Laarhoven et al. c<strong>on</strong>ducted social<br />
validity assessments through informal interviews<br />
with the study participant, his<br />
mother, <strong>and</strong> the employers about the video<br />
iPod <strong>and</strong> video feed back interventi<strong>on</strong>. The<br />
participant indicated that he liked the video<br />
iPod <strong>and</strong> he felt that the device helped him to<br />
do tasks independently. In additi<strong>on</strong>, the<br />
mother <strong>and</strong> the employers expressed satisfacti<strong>on</strong><br />
with the results <strong>and</strong> were impressed with<br />
the effectiveness of the video iPod. The employers<br />
indicated that they thought the video<br />
iPod would benefit other employers when<br />
training new employees in their setting. Also,<br />
Video Prompting <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong> / 523